Methodologies for Assessing the Traditional Learner

Methodologies for Assessing the Traditional Learner

Lawrence A. Tomei (Robert Morris University, USA)
DOI: 10.4018/978-1-60566-824-6.ch013
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Abstract

Assessment may be defined as “any method used to better understand the current knowledge that a student possesses.” (Dietel and Knuth, 1991). Assessment can be as simple as a teacher’s subjective judgment of student performance or as complex as a standardized achievement test. The concept of “current knowledge” implies that what a student knows is always changing and therefore teachers are to make assessments about their students’ achievements repeatedly throughout the school year. The elements of technology-based materials and lessons introduced in this book have identical reasons for undergoing the scrutiny of formal evaluation as any other form of valid classroom assessment. The purposes of assessment are many, depending in large measure on the initiators of the evaluation. Administrators use assessment to set standards and policies, direct resources, establish goals, and monitor the quality of education. Learners gauge their progress, assess strengths and weaknesses, measure school accountability, and make informed educational and personal career decisions.
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Characteristics Of Good Assessment For The Traditional Learner

Good assessment information provides accurate measurement of learner outcomes and enables teachers to make appropriate decisions regarding subsequent course content and lesson delivery. The first important characteristic of good assessment is validity. Does the assessment tool actually measure what it is intended to measure and does it permit a useful analysis of the student's skills and abilities? A second important characteristic of good assessment is reliability. Can the assessment results be replicated at some other time, using different measurement tools, or when scored by different raters?

Assessment should have a clear purpose. It should be clear what is being assessed and how conclusions are considered and acted upon. It should enable the learner to review their progress and plan for further learning. It should also be subject to its own internal self-examination to promote increased teaching effectiveness.

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